| Home | E-Submission | Sitemap | Contact Us |  
top_img
ORIGINAL ARTICLE
Commun Sci Disord. 2006;11(3): 64-81.
Effect of Combined Word Recognition and Reading Comprehension Intervention on Reading Pseudowords for School-Aged Children with Reading Disabilities
Ji-Young Lee` , and Jung-Mee Kim`
Copyright ©2006 The Korean Academy of Speech-Language Pathology and Audiology
이지영(Ji-Young Lee)| 김정미(Jung-Mee Kim)
Share :  
ABSTRACT
The purpose of this study was to evaluate the effects of combined word recognition and reading comprehension intervention on reading pseudowords for children with reading disabilities. Three children with reading disabilities were participated in the study. A total of sixty pesudowords were used to examine the effectiveness of combined intervention. Word recognition training and reading comprehension training were conducted for 40 minutes. The study results were as follows. First, combined word recognition and reading comprehension intervention improved the performance on reading pseudowords of the participants. According to the error analysis, omission errors were decreased in all participants. Increase in substitution errors was observed in child A. Second, the effect of combined word recognition and reading comprehension intervention were maintained after 3 weeks.
Keywords: 혼합 중재 | 읽기장애 | 비단어 읽기 | combined intervention | reading disability | pseudoword reading
Editorial office contact information
Department of Audiology and Speech-Language Pathology
College of Bio and Medical Science, Daegu Catholic University,
Hayang-Ro 13-13, Hayang-Eup, Gyeongsan-si, Gyeongbuk 38430, Republic of Korea
Tel: +82-502-196-1996   Fax: +82-53-359-6780   E-mail: kjcd@kasa1986.or.kr

Copyright © by Korean Academy of Speech-Language Pathology and Audiology.
About |  Browse Articles |  Current Issue |  For Authors and Reviewers
Developed in M2PI